EDED20498 - Educational Change and Improvement
Term 1 - 2017


All details in this unit profile for EDED20498 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In an increasingly complex and dynamic environment, school leaders effectively manage change and also capitalise on opportunities to innovate. In this unit you will engage in the theory and practice of implementing and evaluating change in an educational setting. You will review a current school improvement agenda and evaluate it against a range of contemporary educational leadership research and make recommendations about, or justifications for, that agenda. You will evaluate school governance structures and the implications of these on your role as a leader. You will also compare and contrast industry approaches to innovation for school-specific application.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Residential Schools

This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Mixed Mode

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Evaluate and apply appropriate change processes to suit a specific educational context
  2. Analyse a range of data that informs a change agenda and compares alternative approaches to school improvement
  3. Evaluate a range of school governance structures and their implications for leadership roles
  4. Compare and contrast industry approaches to innovation for school-specific application.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment  
2 - Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Knowledge
2. Communication      
3. Cognitive, technical and creative skills
4. Research
5. Self-management        
6. Ethical and Professional Responsibility      
7. Leadership    

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Written Assessment

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorJulie Fleming (j.fleming@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introduction to educational change and improvement and the measures currently used (NAPLAN, PISA)

Week 2 13-03-2017

What is shaping schooling in the contemporary context?. A brief look at drivers of change, policy initiatives and potential “disrupters” within this context

Zoom Session – Monday 13 March

Week 3 20-03-2017

Planning for change – change theory

Week 4 27-03-2017

The use of evidence – understanding data

Week 5 03-04-2017

School Governance – the impact on community engagement and learning outcomes for students

Vacation Week 10-04-2017
Week 6 17-04-2017

The National School Improvement Tool

Week 7 24-04-2017

Evaluation of schools and system improvement

Zoom Session Monday 24 April
Written Assessment - Reviewing an existing school improvement agenda Due Friday (28 Apr 17) 04:00 PM AEST
Week 8 01-05-2017

A closer look at what may disrupt schooling in the future

Week 9 08-05-2017

Social and technological change

Residential - Saturday May 13

Week 10 15-05-2017

Innovation and creativity

Week 11 22-05-2017

Education futures. What might schooling look like in 25 years?

Zoom Session - Tuesday 23 May

Week 12 29-05-2017

Review

Written Assessment - Design a Technological Tool for Educational Application Due Friday (02 Jun 17) 04:00 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Written Assessment - Reviewing an existing school improvement agenda
Task Description

This assessment requires a detailed review of a current school improvement initiative, plan or project with reference to the academic literature. This assessment task is to be presented as a report of 2500 words.

In the report you are to provide;

a) Background information on the school needs to be included, which includes data such as information from the MySchool website, school reviews, school data sets related to student performance, community information from the Australian Bureau of Statistics, etc. The analysis of the context should include the school’s governance structure. For example; does the school have a council or board, is it part of a system and organisational structures, particularly if it is a large organisation.

b) A SWOT analysis of the current situation, referencing current educational literature (i.e. does the initiative align to research on school improvement).

c) Recommendations to the school board and/or leadership team on any gaps in the initiative or improvements that could be made that would increase the likelihood of positive impacts on students and their learning.

Assessment Due Date Week 7 Friday (28-Apr-2017) 04:00 PM AEST
Return Date to Students Week 9 Friday (12-May-2017)
You will receive written feedback on this assessment task via Moodle.
Weighting 50%
Assessment Criteria

The task will be assessed according to the following criteria:

  1. Academic writing skills. The written piece has clarity, a professional style and tone and is accurate in terms of referencing, spelling, grammar and punctuation.
  2. The analysis of the current plan including the use of a SWOT methodology and the rationale for improvement.
  3. The range of data accessed in the analysis of the current plan.
  4. Discussion about the governance structures and organisational complexity and implications for the improvement plan and leadership of the school.
  5. Quality of the recommendations made supported by reference to change theory and current educational leadership literature directed at improving student outcomes.
Referencing Style American Psychological Association (APA)
Submission Online

Submit your word document and criteria sheet in the Moodle unit site.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Evaluate and apply appropriate change processes to suit a specific educational context

2. Analyse a range of data that informs a change agenda and compares alternative approaches to school improvement

3. Evaluate a range of school governance structures and their implications for leadership roles

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



2 Written Assessment

Assessment Title Written Assessment - Design a Technological Tool for Educational Application
Task Description

Design an educational tool for the compulsory years of schooling that utilises information and communication technology. This assessment task requires you to identify a “problem” that educational leaders and /or teachers are faced with in their educational setting (e.g. Early Education setting, unit, school, or regional role). Examples may include, but are in not limited to; using a “flipped classroom” technology to maximise face to face teaching time, developing an app for improving communication and parental engagement in learning.

This innovation does not need to be developed or introduced into an educational setting. The assessment task may be a collaboration with another student undertaking the unit.

The task is to be presented in two parts.

Part A – The “pitch” – 500 words maximum. The task is to include a succinct but compelling “pitch” outlining the problem and the innovation that will address the problem. The purpose of the ‘pitch’ is to get others to “invest” in the project. The ‘others’ may be colleagues, your supervisor, or even venture capitalists if you need finance to progress the innovation.

Part B - Detail your innovation – 2000 words - This part of the assessment will explain your innovation in more detail. It will include a detailed description of the problem, the solution including the technologies being accessed (data bases, cloud computing, artificial intelligence/machine learning, Virtual Reality) and the innovation framework model used to develop the idea. This will reference approaches to innovation used in creative industries and explain how the idea was generated, what ideas “bumped into each other”, and what collaborations where required (if any).

While a written assessment, the task can be supported and enhanced by diagrams, graphs, graphics and illustrations. The scope or of the project is not being considered but rather how compelling the need is and how creative the “solution”.

Assessment Due Date Week 12 Friday (02-Jun-2017) 04:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
You will receive written feedback on this assessment task via Moodle.
Weighting 50%
Assessment Criteria

The task will be assessed according to the following criteria:

  1. The quality of the “pitch” in terms of conciseness and articulation of the problem and solution.
  2. The examination of the problem and the synthesis of ideas, data, trends, and technological advances accessed in solving the problem.
  3. The level of innovation displayed in the solution and the creativity displayed in solving the problem presented.
  4. A model for the development of the idea (the Innovation Framework) linked to academic writings on the innovation process and how creative industries approach innovation.
  5. The written piece has clarity, a professional style and tone and is accurate in terms of referencing, spelling, grammar and punctuation.
Referencing Style American Psychological Association (APA)
Submission Online

Submit your word document and criteria sheet in the Moodle unit site.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Analyse a range of data that informs a change agenda and compares alternative approaches to school improvement

4. Compare and contrast industry approaches to innovation for school-specific application.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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